The aim of our work is to test a pedagogical process for the acquisition of knowledge, the seminal element of competence: the “testing” effect. The testing effect is defined as the retrieval of information several times in one's memory to increase its resurgence. As part of our Master 1 Marketing course, we set up a protocol to evaluate this method. Our training module revolves around the concept of low-tech. Low-tech is defined not only as a technology or tool, but also as a philosophy of life. Its adoption would enable us to respond to socio-ecological challenges.

Initial exploratory work with students on the subject of sustainable development has highlighted two problems: too much information and systematic ideological brainwashing (a feeling of indoctrination and rejection of ideas). This raises the question of:
1: how much knowledge should be disseminated to avoid saturation?
2: how can we enable students to reactivate concepts to encourage memorization and learning, without generating a feeling of propaganda?

Two modules are set up in parallel: a classic training module (top-down information and application) with a complete course, and a low-tech module limited to the basics of low-tech. It is approached in 4 phases: a low-tech knowledge test (ungraded), top-down training, bottom-up reconceptualization (graded), a real-life situation (graded) and the initial knowledge test (ungraded). Pedagogical engineering is based on the repetition of knowledge activation. The more a student repeats a piece of information, the more it is reactivated and retained.

The following principles underpin learning processes:
- Principle of usefulness: The learner retains and reuses resources that are considered significant. We note that students pay particular attention to the course (phase 2) to find out whether they have answered the questions on the first test positively. Moreover, the emergence of a skill is favored when resources are mobilized in a real-life situation (phase 3).
- Principle of controllability: Formative assessment involves learners in the assessment process, helping them to take ownership of the assessment criteria, and giving them responsibility for error management processes.
- Principle of otherness: the learner decides which part of the course is important for him/her, to ensure a better response to the final test (phase 4). This is adaptive learning.
- Cycle principle: the various feedbacks and restitution enable teachers to check and readjust understanding of the concept by students.

At the end of the module, we note several developments. The fact that the test is not included in the evaluation grade means that students can answer the questions honestly, without cheating, and gives them a real sense of personal positioning in terms of the skills they need to acquire. Numerous exchanges and transfers of experience between the groups take place automatically, enabling learners to go beyond the acquisitions planned by the instructors.

Students leave the module with the feeling of having acquired new knowledge and initiated a new skill. Compared to the control group, they are more involved from the very beginning of the training. A sense of pride and achievement in the training module develops as soon as the second test begins.

Keywords: Testing effect, low-tech, learning processes, memorization.